CPD Brochure

CPD BROCHURE

CONTENT 05 Our Mission 06 English Book Education for ELT 07-40 Training Sessions and Conferences 41-42 Some of the Leading Trainers Invited by Us 43 Macmillan Education Classroom Observations 44 Observations and Customised Training Sessions

45 NILE 47 Teacher Professional Development Course 48 Preparation Course for Teachers’ Certification Exam in English 49-50 Teachers’ Union 51 Online Seminars - Response to COVID-19 52 Pre-CELTA Course ‘Sometimes the questions are complicated and the answers are simple.’ - Dr. Seuss

04 OUR MISSION Since the foundation of English Book Education, we have always chosen teacher professional development to be one of our most important and cherished directions. We believe that good teaching does not happen by chance; rather, it is the result of applied study, reflection, practical experience, and of course hard work. As such, a directed program of professional development is the best means for teachers to gain such knowledge. With that in mind, we have turned English Book Education into a place where teachers can get high quality support to enhance their ongoing knowledge acquisition as well as their professional confidence. The training courses we offer are central to the successful development of English language teachers. New methodology is developed worldwide every day and it is very important to integrate these innovations into the professional competence of all our teachers. We provide continuing opportunities for teachers to continue to improve their knowledge and skills so they can help students achieve. We also believe in working closely with teachers and this means improving student development every step of the way as well. Studies have shown that students learn more effectively if their teachers regularly engage in high-quality professional development. To this effect, everything we do for our teachers improves not only their learning and capabilities but, by extension, student learning and capabilities too. In this way, through supporting teacher and student development, we as a team at English Book Education have developed a vision that is dedicated to improving the excellence and aspirations of the educational system of Georgia.

ENGLISH BOOK EDUCATION 05 FOR ELT English Book Education has been conducting ELT training sessions and conferences since 2007. Our approach is to supply teachers with complete support by arranging teacher training sessions and ELT conferences led by highly professional trainers. Since our foundation, English Book Education has organized over 150 teacher development training sessions and over 50 conferences. We have been conduction the sessions in partnership with the following publishers and educational institutions:

06 TRAINING SESSIONS AND CONFERENCES 2007 Game-based learning is a growing movement 1 Trainer: Leslie Ataker; among educators to integrate educational games New College Nottingham into the classroom. Games act as some of the most viable teaching tools, as they help students to get a LEARNING THROUGH better grasp of the subject in a very interacting and GAMES feasible way. This session introduced and discussed the major benefits of learning through educational games and tips of using them in the classroom. Trainer: Mark Andrews; ESP students are usually adults who already have Oxford University Press some acquaintance with English and are learning the language in order to communicate a set of professional 2 TEACHING ESP TO skills and to perform particular job-related functions. ADULTS ESP concentrates more on language in context than on teaching grammar and language structures. In this session, the trainer discussed the responsibilities of the teacher, the ways of organising an ESP course and creating a learning environment. 2008 Trainer: Mark Andrews; One of the big problems we all face, whether teaching Oxford University Press English to children or adults, is maintaining learners’ interest throughout our lessons. What makes music 1 TEACHING TEENAGERS such a great teaching tool is its universal appeal, AND DIFFERENT WAYS connecting all cultures and languages. This makes OF USING SONGS it one of the best and most motivating resources in AND MUSIC IN THE the classroom, regardless of the age or background CLASSROOM of the learner. This session was aimed at introducing the steps for making a song the focus of the class. Trainer: Leslie Ataker; Teachers often use narratives in language learning. Nottingham Trent In this sessions, the participants got acquainted with University the benefits of using narratives in teaching English and the potential narrative-based lessons may have 2 ENGAGING YOUNG in fostering young learners’ emotional intelligence LEARNERS WITH and engaging learners in the learning process without them being aware of it. EMOTION AND NARRATIVES IN LANGUAGE LEARNING 2009 Trainer: Teresa Doguelli; ELT Consultant and Oxford Teachers’ In this session the trainer described key principles Academy Course Director which are claimed to be at the core of teaching 1 LEXICAL APPROACH according to a lexical approach and drama as a AND DRAMATIC method. Ways of using drama in the curriculum and TEACHING, DRAMATIC its fascinating results were also discussed. RESULTS

07 2009 Trainer: Teresa Doguelli; 2 ELT Consultant and The session provided a practical and engaging guide Oxford Teachers’ to smart study tips. Participants got acquainted with Academy Course Director what effective learning is and how it happens, how to EFFECTIVE STUDYING use your whole brain while studying. Useful tactics SKILLS – USING YOUR for supporting the brain were also introduced. WHOLE BRAIN Trainer: Jullietta The development of Emotional Intelligence is the Schoenmann; New cornerstone of every child’s education. The approach College Nottingham is based on decades of research that demonstrates 3 GRAMMAR, EMOTIONAL the impact of emotions on learning, decision making, INTELLIGENCE creativity and relationships. In this session, the AND CLASSROOM trainer discussed how it creates positive classroom DYNAMICS climate, especially at a grammar lesson. Trainer: Teresa Doguelli; Testing goes on in almost every educational ELT Consultant and institution in the world, and is familiar to both Oxford Teachers’ teachers and students. The issue of reliability of a 4 Academy Course Director test may best be addressed by considering a number of factors that may contribute to the unreliability of GENERAL PRINCIPLES a test. In this session, general principles of creating a FOR GOOD ELT TESTS good ELT test were introduced. Trainer: Adrian 5 Tennant; Author of ELT As a means of communication, listening plays textbooks “Global”, an important role in people’s life. So it is a vital “Straightforward”; “New importance to teach aural English more effectively. Inspiration”; “Attitude” This session introduced the problems in traditional AURAL TRAINING aural English teaching and the suggestions on how to STRATEGIES IN THE teach aural English more effectively. CLASSROOM Trainer: : Kathy Gude; Building rapport with students is very important. Oxford University Press It allows them to grow increases their ability and 6 RAPPORT AND motivation. But where do you start? How can you build rapport? The trainer discussed the strategies of DEVELOPING LISTENING building a positive rapport with students and using SKILLS WITH NLP NLP to improve their listening skills.

08 TRAINING SESSIONS AND CONFERENCES 2010 The development of the four skills: listening, speaking, reading and writing is one of the main purposes of the EFL teaching. However, the implementation of this approach has not been Trainer: Guy Monk; New trouble-free as many teachers insist on asking their College Nottingham children to understand every single word they listen 1 PRACTICAL APPROACH to or read, or expect their pupils to write or speak without making the mistakes normally found in the TO SKILL DEVELOPMENT process of acquiring any language. The main purpose of this session was to provide some guidelines that are useful to teachers of English as a foreign language. While students may not appear different, the reality Trainer: Guy Monk; New is that each and every child’s brain works differently. College Nottingham This means that some may need a little extra support 2 or a different learning approach to fully benefit HELPING THE LEARNER’S from our curriculum and instruction. The session LEARN introduced strategies to help students improve their focus so they’re ready, willing and able to learn. Trainer: Teresa Doguelli; Some of your learners have complained that reading ELT Consultant and and grammar is boring and they do not want to read Oxford Teachers’ the texts or practise grammar. Teaching reading skills Academy Course Director or grammar could be easy when taught with nuances 3 GRAMMAR AND and strategies with continuous practice. The session READING SKILLS was focused on the techniques that are step by step DEVELOPMENT FOR EFL procedures essential for grammar and reading skills TEACHERS development. In some ways, teaching reading in the 21st Century isn’t much different than it was in the 20th Century. However, teachers must prepare children for a more Trainer: Bill Bowler; demanding world, with higher expectations for Oxford University Press students entering college or moving into careers. Furthermore, the nature of how people read has 4 WHY AND HOW TO GET changed. For example, people now do a great deal STUDENT’S READING IN of reading on digital media, like computers and THE 21ST CENTURY smartphones. Since the nature of how we read has changed, it only makes sense that we need to change how we teach reading in the 21st Century. So, this session was focused on introducing the techniques of developing reading skills.

09 2011 Trainer: Teresa Doguelli; Unlike adults, most young learners do not decide ELT Consultant and to sign up for English, their parents make this Oxford Teachers’ decision for them. What we seek to do as their Academy Course Director teachers therefore is to create a welcoming, 1 positive, stimulating and of course safe classroom HOW TO START environment in which they would opt to spend their TEACHING YOUNG time, if they had the power to choose. This session LEARNER’S FOR EFL was aimed at introducing the initial steps of teaching TEACHERS young learners is an effective way. The course covered the basic principles of effective teaching and gave the participants proper Trainer: Guy Monk; New knowledge how to deal with the tasks that are College Nottingham given in CELTA course. The course wass for English language teachers and for people who are interested 2 CELTA PREPARATION in becoming English language teachers. COURSE FOR UNIVERSITY LECTURERS The course bundled modules that deal with methodology and approaches for working in the classroom. Trainer: Trevis No matter where we are or what language we Lindemann; Freelance speak, sometimes we have trouble communicating. teacher trainer (TLG) Communication is a connection between people sharing information with each other. It’s important 3 EVERYDAY in everyday life, at work and nearly any time you COMMUNICATIVE interact with other people. Even native English ENGLISH speakers have trouble communicating sometimes. There are ways to prevent communication errors, as both a speaker and a listener. This session provided important rules of communicating, and tips to really improve communication skills in English. 4 Trainer: Teresa Doguelli; The use of innovative methods in educational ELT Consultant and institutions has the potential not only to improve Oxford Teachers’ education, but also to empower people. Recent Academy Course Director trends, methodologies and developments portray the vital role of education sector in general with its INTENSIVE TRAINING internalization of the education process, stress on IN MODERN quality above quantity, increase in the adoption of METHODOLOGY technologies, necessity for professional talent etc. “EFFECTIVE ENGLISH” The theories and methods are constantly evolving in the field of ELT also.

10 TRAINING SESSIONS AND CONFERENCES 2011 5 Trainer: Teresa Doguelli; The English language teaching tradition has been ELT Consultant and subject to tremendous change, especially throughout Oxford Teachers’ the twentieth century. Perhaps more than any other Academy Course Director discipline, this tradition has been practiced, in various adaptations, in language classrooms all around the GENERAL world for centuries. The session introduced some METHODOLOGY “WHAT of the optimal methods and techniques for language IS OLD, WHAT IS NEW?” teaching and learning and their implementation. Trainer: Philip Kerr 2012 MACMILLAN Looking back at the history of foreign language EDUCATION TRAINING teaching, one can notice that there are few issues that have raised as much controversy as the use of L1 in 1 Topic: Teaching the classroom. In the contemporary classroom there Methodology; is an important role to play for the mother tongue, and its conscious use by students, orchestrated by Translation and Use of the teacher, can lead to significant benefits in terms of the learning goals. In this context, the session was Mother Language devoted to the issue of translation and its role in the teaching process. Trainer: Malcolm Mann Most students who are studying English have to take an exam at the end of their course, others MACMILLAN are planning to take a public examination in order EDUCATION TRAINING to get a certificate which demonstrates their level of English. Whenever there is an exam involved, 2 Topic: Preparing preparing students for the English exam is becoming Students Successfully a common request. The teacher should consider for ELT Exams doing some things to prepare students for the exam. The session focused on introducing the things that should be considered by the teacher for preparing students successfully for ELT exams. For both native speakers and ESOL speakers, strong Trainer: Trevis communication in English involves four modes: Lindemann; Freelance reading, writing, speaking, and listening. Different teacher trainer (TLG) people have naturally differing aptitudes for these 3 skills. The more well-rounded you are in all the modes DEVELOPING EVERYDAY of English communication, the better equipped you COMMUNICATIVE are to thrive personally, socially, and professionally. ENGLISH This session focused on the strategies of developing effective communication skills.

11 2012 MACMILLAN The training sessions focused on introducing new accredited textbooks. Participants got acquainted EDUCATION with the structure and components of the textbook. The methodology was also highlighted. The trainers 4 SUMMER TRAINING discussed the ways of delivering student-centered SESSIONS ABOUT lessons and developing language skills using the accredited textbooks. The sessions were interactive NEW ACCREDITED with pair and group work. TEXTBOOKS 2013 Teaching English to Young Learners (TEYL) is Trainer: Maura O’Brien designed to introduce theory and practice of teaching English as a foreign language (EFL) to MACMILLAN young learners 3-10 years old. Through engaging EDUCATION TRAINING videos and practical readings, teachers can explore approaches for teaching English to children that 1 Topic: How to Teach are not only effective but also fun and engaging. Young Learners In the session teachers could learn techniques Effectively with English for teaching new vocabulary and grammar that World encourage student participation with the help of English World. In addition, they gained new ideas for teaching listening, speaking, reading and writing in a meaningful context. Speakers: Luke The topic of the conference was the Greatest Prodromou & David Masters of the English Language and Inventions 2 Gibson of Characters. The speakers discussed the power of idiomaticity in English as a Lingua Franca, FROM SHAKESPEARE TO Shakespeare’s language and the EFL student, class DICKENS dialects in Dickens’s works, Dickens’s writing style, symbolism and satire in his works. The classroom is a dynamic environment, bringing together students from different backgrounds Trainer: Judy Garton with various abilities and personalities. Being an Sprenger effective teacher and have effective teaching methods therefore requires the implementation of 3 MACMILLAN creative and innovative teaching strategies in order EDUCATION TRAINING to meet students’ individual needs. While teaching it’s essential to use effective activities that make Topic: EFL Activities for students motivated and engage them into the lesson. Effective Teaching In this session there were some tips of activities that help teachers in their effective teaching and make the learning process interesting.

12 TRAINING SESSIONS AND CONFERENCES Trainer: Piotr Steinbrich 2013 PEARSON EDUCATION Exam classes often follow a rigorous pattern and CONFERENCE focus on the activities that the learners will be exposed to in the exam. As a result, classroom Topics: practices, however beneficial for the learners, become predictable and repetitive. Learners, on the  Breaking the other hand, receive a lot of training in exam strategies monotony - a brief look but the learning process slows down dramatically. In at exam classes this presentation teachers looked at how to beef up exam classes with activities that are exam-driven, at the same time ensuring the assimilation of language features necessary to successfully communicate in English. Focusing on Pearson Test of English General, they looked at the four skills tested in the exam and the ways of preparing the learners both for the challenges of the exam and the outside-of-the- classroom contexts. Since more than 57 per cent of what we find in the internet is in English, students’ exposure to the language seems massively larger than, say, ten or fifteen years ago. Still, a typical classroom seems  Using online (and to steer clear of using the internet as a source of offline) resources in the input or classroom materials. In this session teachers classroom looked how it is possible to incorporate the internet in everyday classroom practices. In doing so, they looked at a wide range of possibilities it offers: 4 from the websites designed specifically for English teachers and students through to those non-ELT- oriented that may supplement the course book and beef up the lessons to a great extent. Trainer: Jeremy Harmer There isn’t a single class in the world that isn’t mixed ability to some extent. And at the same time teachers PEARSON EDUCATION want to try and respond to the needs of individual CONFERENCE students. How can they do that? This talk looked at ways of dealing with mixed ability Topics: classes, sometimes with different tasks, sometimes with different material, and sometimes with the same  All together now? thing for all. Why classes are mixed ability and what we can do about it.  Drilling equals No-one actually talks about drilling much anymore repetition equals (but it still goes on everywhere). Two questions: practice? How to say the does it work, and how is it best done? This session same things creatively suggested ways of getting creative repetition – because it doesn’t work unless the students’ brains are switched on, and the task engages them.

13 2013 Trainer: David Spencer Teaching teenagers can often be a challenging MACMILLAN experience. This practical session suggested general EDUCATION approaches and specific activities that can help to CONFERENCE make teaching secondary classes more productive Topics: and less stressful. Areas examined, included ‘How  How to teach to encourage students to speak in English’, ‘How to secondary classes begin and end lessons on a high’, ‘How to deal with (without losing your mixed ability in the classroom’ and ‘How to correct sanity in the process) grammar exercises without students falling asleep in the process’. Also, since Dave is by no means  Workshop: Word perfect, there were almost certainly be occasional Perfect – How to help involuntary demonstrations of how not to do things. Secondary students boost their vocabulary Vocabulary teaching can often appear relatively simple and straightforward, but unfortunately 5 vocabulary learning by the students can seem frustratingly slow and difficult! In this session teachers Trainer: Judy Garton- could investigate what it means to really ‘know’ a Sprenger word, and what influence this has on how to recycle MACMILLAN and practise vocabulary in the Secondary classroom. EDUCATION They could also explore how memory works and CONFERENCE the important implications that this can have for Topics: the design of recycling activities that genuinely  Learning in Style help students to boost their word power. There demonstration of a variety of practical classroom activities and strategies, the aims of which are to make vocabulary learning more effective, stimulating and enjoyable for Secondary students. Left brain, right brain or no brain? Is learning style identification a fad or a useful tool?. Teachers were shared ideas for working with mixed ability classes and for helping students develop strategies for learner independence.  Workshop: What’s Short stories provide a rich resource for language the story? Motivating development through personal association and learners through response. This workshop looked at a variety of story- interaction with text based activities, including pre-reading/listening and follow-up tasks, which invite learner input, encourage creativity, and develop critical thinking.

14 TRAINING SESSIONS AND CONFERENCES 2013 Trainer: Teresa Doguelli “If a child can’t learn the way we teach, maybe we should teach the way they learn”. – Ignacio Estrada. MACMILLAN This plenary looked at the importance of adjusting EDUCATION teaching towards what motivates the 21st century CONFERENCE learner and suggested 10 practical ways in which teachers could consider doing this. Topics:  10 Ways to increase a 21st century student’s motivation Traditionally just read aloud and sometimes memorised, dialogues can be a creative platform  Workshop: Creativity for students to dramatise, add to, personalise and with Dialogues demonstrate their multiple intelligences through- with a little professional direction from their teachers. This workshop demonstrated a selection of ways to work with dialogues in English World at various levels. 5 Trainer: Philip Prowse MACMILLAN In this workshop the magic of language was EDUCATION considered, and teachers could explore the CONFERENCE implications of a person-centred approach in the classroom through a range of activities which focus Topic: on respect, individuality, diversity, learner input, and responsibility. Workshop: A person-centered approach Trainer: Andy Poole MACMILLAN In this workshop teachers looked at blended learning EDUCATION with New Inspiration and Gateway. They could CONFERENCE explore New Inspiration Practice Online and Gateway Online, examining how they can be purchased, how Topic: they work and what benefits they bring for students and teachers. Workshop: Blended Learning with New Inspiration and Gateway

15 Trainers: Rebeca Hable, 2013 Teresa Doguelli, Silvija Andrenovich, Marrion Teaching beginners can be a real challenge. The Oner, Sarah Oskey objective for the teacher, then, is to get a good idea of the range of aptitudes in their class as soon as MACMILLAN possible. A useful way to do this is by using images EDUCATION TRAINING or video to elicit language, particularly those that show a lot of objects or actions. The image above, Topics: for example, could be used to elicit weather vocab, furniture, family, colors and numbers. The session  Overcoming was about how to deal with all the difficulties Difficulties Teaching teachers have with their beginner students. Complete Beginners  Vocabulary activities The session aimed to introduce the different kind of using English World activities from English World, that help students to learn vocabulary in a funny way and memorize them easily. 6 Teaching mixed ability Students and pupils react and respond differently to groups learning. It’s important for teachers to understand how to teach mixed ability classes. No two students are the same. Within all of classes there tends to be not only a range of proficiency levels, but also general learning styles, maturity, motivation, and personalities. This diversity can bring some challenges, but also opportunities to vary classroom activities and teaching methodology. In this session the speaker provided the strategies and techniques how to dealt with the mixed-ability classes. Testing Tips Testing is certainly not the only way to assess students, but there are many good reasons for including a test in your language course. In this session the speaker talked about why the testing is important in teaching and how many types of testing can be used for assessing the student’s performance.

16 TRAINING SESSIONS AND CONFERENCES 2013 Trainer: Nina Lauder Beginnings are important and it makes good sense for us to start off the school year and all of our MACMILLAN classes on the right foot. We should also do our best EDUCATION to ensure that our classes end on a positive note in CONFERENCE order to keep our learners motivated and as involved as possible in their learning process. In this session Topics: teachers looked at a variety of fun and easy ways to start classes, and end classes.  Beginnings and Endings  Workshop: Making Practicing grammar structures through games Grammar More has proven to be an effective way to increase Enjoyable learners’ intrinsic motivation while helping them gain knowledge and use it. Grammar games help 7 pupils internalise the structures they are working on and make learning more meaningful and real. In this session teachers looked at a variety of fun and easy games that they can use in class to help teenagers learn as they play. Trainer: Maura O’Brien Education is a partnership between teacher and parent. Sometimes the alliance is an uneasy one and MACMILLAN parents are unsure how much input to have in helping EDUCATION their children at home. This is never more so the CONFERENCE case when parents don’t have English as a foreign language. This session provided the ways how to Topics: engage parents in their children’s learning and open up the lines of communication between school and  The Home-School home. Connection  Workshop: The diversity of pupils in classrooms is increasing and Differentiated learning styles are adapting to new technologies. Instruction in the English Differentiation is an umbrella term that covers the Language Classroom identification and integration of a range of learning styles and levels. In this workshop teachers looked at how to incorporate effective traditional methods and strategies as well as merging many aspects of critical thinking, and interdisciplinary instruction.

17 2013 Trainer: Carol Read This talk was focused on creating classroom conditions which build success and confidence MACMILLAN in early foreign language learning and allow for EDUCATION quality teaching and learning to take place. Teachers CONFERENCE could explore a flexible generic framework which takes account of children’s diversity and individual Topics: uniqueness and offers an effective and enjoyable experience of learning a foreign language at a young  Creating conditions age. for positive learning 7  Workshop: Developing Intercultural competence has been described as intercultural competence a combination of knowledge, skills attitudes and with childrend awareness. But what does this mean in the context of working with primary school children who learn English as part of their compulsory education? This session presented a model and rationale for integrating culture with different ages of young learners and explores a range of practical ideas which bring the notion of culture alive in the classroom. 2014 Trainer: Philip Warwick PEARSON EDUCATION The session was focused on presenting the TRAINING modern ways how English language can be used in 21st century. Teachers could explore general Topics: methodology of teaching English.  General Methodology of English Language Teaching 1  LCCI and PTE General The trainer Presented the Tests of Pearson. Teachers Presentations; Preparing were able to look the structure of LCCI and PTE for PTE EXAM by using General test, who can pass these exams, how to Pears on textbooks. prepare for the exams and why the learners need them.

18 TRAINING SESSIONS AND CONFERENCES 2014 Trainer: Tim Bowen Learning how to read is one of the most important things a learner needs to know. That’s because MACMILLAN everything from vocabulary growth to performance EDUCATION TRAINING across all major subjects at school is linked to reading ability. The session was focused on the strategies, Topics: methods and approaches how to make this process easier and how to develop the students’ essential  Approaches to techniques for reading. reading skills  Making Vocabulary Teachers are usually asked by their students ‘What More Memorable are the words they really need to know?’. They realize that some words are more important than others, and 2 seem to know instinctively that knowing these words  Teaching will help them to learn efficiently. The first step of pronunciation - some learning a language is learning the vocabulary itself, practical activities by how to make this process easier for the learners is quite difficult. The session was focused on the  Exploiting the target techniques how to manage the process of vocabulary culture learning funnier and interesting for students and how to make it memorable. Pronunciation involves far more than individual sounds. Word stress, sentence stress, intonation, and word linking all influence the sound of spoken English, not to mention the way we often slur words and phrases together in casual speech. English pronunciation involves too many complexities for learners to strive for a complete elimination of accent, but improving pronunciation will boost self- esteem, facilitate communication. In this practical session the trainer provided the strategies and several activities for teaching pronunciation to non- native speaker students. Culture learning leads to awareness of cultural practices. Acceptance or rejection of others’ way of life depends on individual learners who may be greatly influenced by their own culture, language and religion. Cultural knowledge and awareness through direct or indirect exposure via learning materials may groom the learners who later may have to travel to the target language countries for study, work or leisure. To withstand culture shock, L2 learners need to be exposed to the L1 culture with the help of illustrations, dialogues, etc. which are not incompatible with their own home culture and their society’s norm. Text books are not meant for culture teaching, but the cultural knowledge embedded in texts may be exploited in a beneficial way.

19 Trainer: David Graddol 2014 MACMILLAN The extraordinary growth in the learning of English EDUCATION around the world has largely been premised on CONFERENCE the economic rationale that English will help make its speakers and those countries which invest in it Topic: richer. In this plenary the trainer explored the idea that English brings economic benefits. He addressed English and Economic what he thought was a key issue: does the economic Development rationalist argument for the massive push for English teaching around the world really make sense? Is it delivering the supposed economic benefits? And what are the potential social, cultural and other costs? Trainer: Carol Read Whether you teach primary or secondary students, the ability to make your classroom a place where MACMILLAN creativity thrives is a crucial factor in motivating EDUCATION and engaging learners. This talk looked at the CONFERENCE conditions necessary for learners to realize their creative potential and explored seven generic ways Topic: to promote creativity in the ELT classroom no matter what context the teacher work in. Each way was 3 Seven Ways to Promote briefly discussed in relation to learning theories and Creativity in the illustrated with a range of enjoyable and practical Classroom ideas, which can be used with learners of all different ages and levels. Trainer: David Spencer The secret to success with teenage students is being able to motivate them and tap into their energy. MACMILLAN This session suggested eight key areas to think EDUCATION about when considering how to motivate secondary CONFERENCE students. It also offered a variety of practical activities and approaches that teachers can use to Topic: keep the students’ motivation levels high. There was particular attention to ways of getting secondary Motivate: Eight Key students to want to speak English. Factors in Motivating Teenage Students Trainer: Philip Kerr Memorization plays a crucial role in vocabulary learning, and spaced repetition can play a crucial MACMILLAN role in memorization. This talk looked at spaced EDUCATION repetition, some of the tools that can be used for CONFERENCE spaced repetition practice, and how they can best be exploited, both in the classroom and for self-study. Topic: The trainer looked at the limitations of memory tools and the implications for the classroom, with a Learning Vocabulary: it particular emphasis on the value of communicative takes two to tango classroom work to enhance vocabulary learning.

20 TRAINING SESSIONS AND CONFERENCES Trainer: Steve 2015 Taylore-Knowles Becoming better at English is about so much more MACMILLAN than just learning the meaning of more words and EDUCATION phrases and more grammatical structures. Students CONFERENCE need to make a difficult transition, from being dependent learners to becoming independent Topics: learners. They need to move from a reliance on teachers as the source of all knowledge and wisdom  Letting Go towards taking responsibility for their own learning. But it can also be a difficult transition for teachers! They need to learn to let go and allow learners more independence. Teachers looked at what that means in practice and how they can do it in gradual, controlled ways.  Beyond Belief: Teachers and their students walk into the classroom What do you and your with all kinds of belief about learning a language. students believe about These range from beliefs about the English language language learning? itself to beliefs about the learning process and how it ‘should’ work. Teachers looked at one or two examples of how language learning is portrayed in popular culture. They could explore their own beliefs together and consider how making their beliefs and their students’ beliefs explicit can help them gain insights into what is happening in classrooms. 1 ‘Personalisation’ in ELT means different things to Trainer: Malcolm Mann different people. In this session, teachers could explore the different aspects of the concept, why MACMILLAN they might want and need to personalise, and what EDUCATION personalisation might mean in practice – both from CONFERENCE the perspective of the teacher and the student – particularly in classes of teenagers predominantly Topics: preparing for exams. They looked at how much it’s achievable within and outside the coursebook,  Personalisation: what whether that’s coming from a position of frustration does it mean in practice? at deficiencies in materials (coursebooks, etc), a desire to consolidate and extend existing materials, or a desire to bring their classroom work closer to students’ own lives and experiences.  Workshop: Using Rebuses are graphic representations of language. Rebuses to Help Develop They’re great fun, and very simple for teachers and Consolidate and students to create. If they’re combined with Vocabulary an understanding of some of the key fundamental concepts behind why we say what we do, particularly in terms of metaphor, phrasal verbs and idioms, they can help students enormously with their lexical development. Teachers looked at different types of rebus, and focus on practical and simple ways to incorporate them into their vocabulary teaching.

21 Trainer: Fiona Mauchline 2015 MACMILLAN Teaching teenagers is a lot more than just EDUCATION methodology and materials, and one of the key CONFERENCE challenges teachers face is helping teen learners to overcome some of the difficulties which weave Topics: together to form walls affecting – or even blocking - creative ability and self-expression. “I have no  In a World of Pure imagination” is a frequent defence mechanism, part Imagination of the wall, but if the teacher shows them how to break through it and develop their creativity, she’ll give them a life skill they can use in and beyond the English classroom. In the plenary, teachers could access their imagination and play with some ideas they can take back and use in classes. To quote Willy Wonka / Gene Wilder “There is no life I know that compares to pure imagination; living there, you’ll be free if you truly wish to be”. 1 With an increasing focus on culture - and Culture – in ELT, this practical workshop looked at ways of solving  Developing Cultural the conundrum of how to make this trend engaging Awareness with Teens and motivating for contemporary teens. Teachers could look at different sources and resources, and at motivating, engaging ways to use them to bring culture – and Culture – into the Secondary classroom. Trainer: Nick Goode In this talk teachers could look at the internet as a source of inspiration for the classroom. They MACMILLAN looked at some of the excellent Macmillan materials EDUCATION available online, some paid-for but mostly free of CONFERENCE charge, and discuss how best to make the most of these in a classroom context. In particular, they Topic: looked at the some of the resources which have been created specifically for Georgian teachers, including Online Support for your the new Home School Connect project. Teaching Trainer: Peter Holly CAMBRIDGE UNIVERSITY This session reflected on the presenter’s extensive 2 PRESS TRAINING experience in ELT teaching and training. After all this time – what have teachers learned? What has he Topics: learned?  Focusing on the learner & developing thinking skills

22 TRAINING SESSIONS AND CONFERENCES 2015 This session was focused on the specific needs of 2  Teaching Teenagers teenagers as language learners, and identified key – how is it different? activities to ensure learning success in the classroom. What can we do to make Activities in this workshop were focus on maintaining learning as productive discipline through effective classroom management, as possible using ice-breakers, warmers, fillers, developing vocabulary and using literature to enhance English language learning for teenagers. Trainer: David Spencer Grammar – do we love it or hate it? And our students? This session looked at arguments for and against MACMILLAN the powerful position of grammar in the Secondary EDUCATION TRAINING classroom. It also examined the approach to grammar teaching in Gateway. Above all, the focus of the Topics: session was on practical games and activities that teachers can take away and use with their students  Grammar rules! so that they become grammar-lovers, not grammar- Grammar in the haters! Secondary Classroom – David Spencer  What’s the story? Stories are part of our daily lives, whether it’s Using stories in the reading fiction, watching movies or listening to 3 Secondary Classroom personal anecdotes. Stories are also rich in language and allow natural practice of the four skills, often all integrated within the same activity. This session looked at a variety of practical story-based activities and tasks that motivate students to acquire and use English in natural and meaningful contexts, with several examples showing how texts and tasks from Gateway can lead to highly creative work by the students. Trainer: Daniela Clarke This talk explored ways to help learners realise their full learning potential. Teachers first looked at how MACMILLAN children, teenagers and young adults learn, and EDUCATION TRAINING then considered some practical ideas on classroom management and teaching strategies that help keep Topics: all learners on board, taking into account their mixed abilities.  Helping Them Learn

23 2015  Warmers and Coolers In this workshop teachers could explore a number for Teenagers and Young of short communicative activities used as warmers Adults to wake up, motivate and enthuse learners, and considered how coolers can be used effectively to wrap up and close a lesson. The warmers and coolers demonstrated in the workshop were versatile, and could be used in teaching both language and skills for a wide range of levels and abilities. Trainer: Keith Kelly Content and Language Integrated Learning has built MACMILLAN up a steady growing following of teachers around EDUCATION TRAINING the world. This plenary outlined the basic ideas, Topics: challenges and advantages behind offering content  CLIL for ELT curriculum subjects such as Geography, History and Science through the medium of a foreign language. 3 The talk went on to describe the benefits of a CLIL approach for the language classroom. Some of these benefits include bringing the real world into the language classroom; creating contexts for meaningful communication; introducing projects which link with the rest of the curriculum and develop learner language.  Content projects in The workshop presented a range of short and easy the language classroom subject-related project activities easily adaptable to the English lesson. Participants were asked to carry out the activities as learners and discuss them as teachers. A global network of over 3500 teachers all interested in cross-curricular teaching were presented and participants invited to join. Trainer: Kenn Norris The trainer assessed the ins and outs of management, peer, and self-observation in the EFL classroom, and MACMILLAN looked at observation methodology that support EDUCATION TRAINING and improve teaching and classroom management. Topics:  Why is someone looking at you?

24 TRAINING SESSIONS AND CONFERENCES 2015 3  Challenge high Challenge High gives students a much greater depth of tangible engagement and learning. This talked looked the ways how to solve the problems at the lesson, how to engage the students who are not fully attentive. Trainer: Philip Kerr Getting students to speak English is obviously important, but it’s not always easy! The tasks we MACMILLAN choose matter, but the way we manage those tasks EDUCATION TRAINING in the classroom matters even more. This workshop explored the difficulties that students have with Topics: speaking tasks and the ways that teachers can help them by providing different kinds of support  Pair and group work: and by using a variety of classroom management it’s not what you do, but techniques. how you do it Listening in the classroom can easily turn into a test of listening, rather than an opportunity to develop listening skills. What, exactly, are listening skills? What’s the connection between listening skills and  Listening skills: the pronunciation? How do you deal with listening in 4 coursebook and beyond a mixed ability class? What do you do when the listening in the book is too hard? Is it cheating if students read the audio script while they are listening? Besides the coursebook, what other kinds of listening practice should we provide?  Error correction: how This workshop looked at a range of correction and why? techniques for both spoken and written language. Many teachers don’t find time for pronunciation practice with their students. It’s a pity because pronunciation work can powerfully aid the learning of vocabulary and grammar, it can build confidence and it can be fun. This workshop looked at practical ways of doing all three.

25 Trainer: Steve 2015 Taylor-Knowles In this session trainer introduced the Open Mind MACMILLAN series. Teachers looked at some of the history and EDUCATION TRAINING inspiration behind the series, as well as looking at how all the elements in the series work together to Topics: create the whole course.  An Introduction to Open Mind  Exploring Life Skills What are life skills? Why are they important? How do teachers bring them into classrooms? Using concrete examples, speaker explained how the teacher can not only teach students English, but help them to use their English to become more effective in their professional, academic and social lives.  Working with Open This session worked through a unit from Open Mind. Teachers discussed the approach that the material Mind takes, as well as exploring practical ideas for working 5 with the material.  Further Adventures in In this session teachers looked at a range of life Life Skills skills lessons, giving participants more opportunity for hands-on experience of what it feels like to work with life skills. They looked at how they can bring out the fun, engaging side of life skills while also developing linguistic skills.  Skills and Sub-skills The focus was on language skills and sub-skills. Teachers considered what is involved as they break skills down into sub-skills of different kinds and looked at how they develop tasks designed to focus on those sub-skills.  Critical Thinking and In the final session, speaker considered the idea Open Mind of critical thinking and explored its importance in language learning. Teachers also looked at how Open Mind supports the development of critical thinking skills and work through practical examples together.

26 TRAINING SESSIONS AND CONFERENCES 2016 Trainer: Philip Warwick Classroom management refers to the wide variety of skills and techniques that teachers use to keep PEARSON ELT TRAINING students organized, orderly, focused, attentive, on task, and academically productive during a Topics: class. When classroom-management strategies are executed effectively, teachers minimize the  Classroom behaviors that impede learning for both individual Management students and groups of students. In this talk, the speaker provided strategies how to plan and conduct an effective lesson, which is interesting for students. Reading and writing are essential skills students need while learning a language. Reading can really improve other skills – especially writing. Students who regularly read in a second language are more 1 likely to have a greater proficiency, larger lexical range and be more confident. Reading is something  How to teach reading that learners can do on their own. Teaching how to and writing write effectively is one of the most important life- long skills educators impart to their students. In this session, the trainer presented the ways how to develop students’ reading and writing skills.  How to teacher The teaching of grammar and vocabulary is a complex Vocabulary and but crucial process in the course of any language, Grammar especially English. It is all mandatory for a teacher of English to teach vocabulary and grammar so that the learner can develop the four basic skills of learning a language. The session was about the strategies how to make the process of learning vocabulary and grammar interesting and engagable for students. Trainer: Daniela Clarke The objective of the training programme was to give participants opportunities to reflect on current MACMILLAN English language teaching practices and to encourage EDUCATION TRAINING improvement in the quality of foreign language 2 Topic: teaching and learning in primary and secondary education. Theories of language acquisition and Teaching & Learning: language teaching are explored, with the emphasis Tools, Techniques and on how such theories may be practically applied in Classroom Strategies day-to-day teaching. The programme covered the following areas: classroom management, teaching English language: grammar, lexis, functional language and pronunciation, teaching techniques, tools and aids.

27 2016 Trainer: Carol Read In this session, teachers could discuss the notion of life skills in relation to young learners who are learning MACMILLAN English as part of their compulsory education. They EDUCATION looked at why life skills are important and how to CONFERENCE integrate them into the learning process. A model for teaching life skills was presented and teachers Topics: had chance to explore a range of practical ideas to develop key areas such as intercultural competence,  Life Skills for Young learner autonomy, values education, thinking skills, Learners collaborative learning, and respect for diversity. The main focus was on activities and procedures that are easy to adapt and implement in the classroom.  Creativity and This session showed how a well-managed, whole- communication through child approach to storytelling and drama develops story and drama young children’s potential for creativity and helps them to become confident communicators in English. Teachers used integrated combination of multisensory techniques to explore ways to engage young children in participating actively in class and to link learning English to authentic culture and real content. They also explored the role of storytelling and drama in developing positive values in today’s world. Trainer: Malcolm Mann Getting the register and level of formality right in 3 MACMILLAN an article, essay, letter or email, for example, can EDUCATION be very challenging for students. In this session, CONFERENCE teachers explored what ‘register’ and ‘formality’ really mean in the context of exams. There were Topics: listed some of the key questions students should ask themselves before/as they write, and focus on some  Formality and register key dos and don’ts to ensure exam success in this in exam writing tasks area.  Simple future – how Will, be going to, present continuous, present do we REALLY talk about simple, future perfect, future continuous, modals – the future in English? even on occasion past tenses. There are a number of different ways to talk about the future in English. In this session, teachers looked at how future time has traditionally been presented in coursebooks and grammar books in terms of function, and explored how helpful that approach is for students – and, indeed, how accurate. Trainer: Roisin O’Farrell Teaching is constantly evolving and, in a world of distractions, teachers often find it difficult to keep MACMILLAN students focused. We are in competition with the EDUCATION internet, computer games, fashion and celebrity! In CONFERENCE this talk teachers could look at some simple tricks to make English more meaningful for their students Topics: by utilizing what makes them tick with contemporary and traditional resources.  Don’t miss a trick!

28 TRAINING SESSIONS AND CONFERENCES 2016  Workshop: Building to In this practical workshop teachers discussed ways Communicate in which they easily help the children to communicate in English. They could explore simple ideas that require minimum preparation to engage classes and enthuse the students. From practising vocabulary to building sentences, and maximizing simple question and answer routines, they discussed activities that help children become more aware of structures and more confident in expressing themselves in English. 3 Trainer: Nick Goode In this workshop teachers could explore the role of culture in the English language classroom (ELT). They MACMILLAN could begin with an exploration of the different forms EDUCATION of ‘culture’ before moving on to how intercultural CONFERENCE competence can equip students with skills that will enable them to become more capable communicators Topic: in English. The session was finished with looking at how these ideas can be found in published resources Bringing Culture into the and some practical activities which can be used with ELT Classroom students straightaway. Trainer: Grzegorz This session was focused on the crucial issue of error Spiewak correction. In part one, the speaker looked at what modern science of learning has to say about errors, MACMILLAN including their fundamental role as evidence of EDUCATION learning. Certain types of errors should be corrected CONFERENCE while others should be actively encouraged – and as effective teachers need to know which ones and Topics: why. In part 2 of the session, there were several  Error no Terror practical tips, suggestions and techniques for dealing with learner errors in such a way as to truly 4 support learners at primary and secondary levels in their early attempts to use English.  Workshop: Teaching In this practical, hands-on workshop teachers & Learning English with looked at ways to design individual activities the Brain in Mind and whole lessons in a way that really appeal to teenage learners and make them want to learn a lot more. Based on current research into brain-friendly pedagogy, the session offered a number of very attractive, universal, easy-to-design exercise and activity types.

29 Trainer: Sarah Oskay 2016 MACMILLAN Grammar never changes-or does it? Is it true to say EDUCATION that “the most difficult jobs in the World are language CONFERENCE related jobs”? Following on from Professor David Crystal’s fascinating talk at IATEFL; speaker briefly Topics: considered how and why grammar, vocabulary and spelling is changing so rapidly and then focused on  Sizzling grammar: how teachers can adapt to teach the essentials of Embracing change and grammar with renewed spark and vigour! teaching with spark!  Workshop: Setting This practical workshop considered why students the limits in the ESL may misbehave in the ESL classroom and also classroom; Managing investigated the way in which teachers can begin to behavior set limits and provide appropriate structure or the students which may help to encourage and promote more positive behavioural outcomes. 4 This session focused on teaching speaking Trainer: Daniela Clarke and promoting communication in English. The MACMILLAN participants first looked at common teacher and EDUCATION learner challenges in speaking activities, identified CONFERENCE what makes a good speaker and outline areas for improvement in terms of teaching methods. The Topics: session followed with practical teaching tips on how to encourage learners to be confident, fluent and Encouraging Students to accurate speakers of English, whilst making speaking Speak tasks motivating, meaningful and balanced in terms of teacher support and learner challenges. Workshop: Spice Up In this practical, hands-on workshop the participants Your Lessons looked at ways to spice up everyday coursebook lessons through methods and activities that help motivate and enthuse teenage learners. The activities demonstrated in the workshop were versatile, and can be used in teaching both language and skills for all levels and abilities, with a view to making learning not just more fun, but also more productive. Trainer: Luke Prodromou MACMILLAN Self-esteem has always been the engine that drives EDUCATION forward learning. It will continue to be so in the 21st 5 TRAINING century. The essence of self-esteem is believing in students and helping them believe in themselves. Topics: This interactive talk explored the methodologies and techniques teachers may apply choose to develop  21st Century Skill No. this principle. 1: Self-esteem in the Classroom

30 TRAINING SESSIONS AND CONFERENCES 2016 In this interactive talk, the presenter explored the mysterious behaviour of idioms in the context of 5  Idioms: in the world, in English as a Lingua Franca. ‘Idiomaticity’ is important the classroom because it is central to L1 fluency and because it is tested! But is there a role for idioms in ELF and, if so, what is it? We all know that using authentic material as a Trainer: Philip Warwick learning tool can be incredibly useful and motivating to students, and these days there is a wealth of PEARSON ELT TRAINING material available to learners at the touch of a button or the swipe of a finger. Probably the best 6 Topics: medium to incorporate into a lesson is video, but adapting these to fit the needs of the students isn’t  Bridging the as easy as it looks. Taking as a starting point the way Authenticity Gap - video content is presented in Pearson’s New Speak Helping learners connect Out course, teachers could look at how to adapt with authentic language and present authentic video through a series of through video meaningful tasks and were given some hints and tips that they can take away and incorporate into their lessons.  Tackling Task Based What does a good English class look like? How Learning do you get learners to do things actively in class? How different is classroom management in a young learners’ classroom to that in a secondary school or university? How does the teacher’s role change across the course of a lesson? The speaker tried to answer all these questions and more, as they looked at setting up productive tasks across a range of different learning contexts. There is a huge difference to improving through studying language and using it, and in this workshop was focused on giving teachers the skills to incorporate Task-Based Learning into their lessons. 2017 Trainer: Daniela Clarke In the session the participants looked at two angles: MACMILLAN teaching from the perspective of a teacher, and EDUCATION TRAINING learning from the perspective of a learner. Teachers looked at techniques and activities that help them 1 Topics: hold the learners’ attention and keep their motivation high, and what help and hinder learning. The trainer  Teacher-way-round tried out a variety of activities and considered ways and Learner-way-round; in which teacher can start the new school year on the right foot.

31 2017 1 Teachers looked at ways to exploit games in the ELT  Gametime classroom. The games demonstrated in the workshop were versatile, and could be used in teaching both language and skills for all levels and abilities, with a view to making learning not just more fun, but also more productive. Trainer: Teresa Doguelli From the early years, reading can be tackled as a life skill in addition to being a skill of its own. The MACMILLAN concept of reading for pleasure can be incorporated EDUCATION TRAINING into lessons from the beginning with regular reading taking place with children listening and discussing Topics: what meaning each story or picture holds for them. The more confident young readers become, the  Reading as a life-skill more advanced thinking skills can be introduced and developed. In the session, teachers could rediscover 2 reading lessons as a gate to critical thinking, critical literacy, creativity and innovation.  Mistake Management The session got teachers thinking about the beliefs with Primary Learners: and theories they hold about correcting writing and The Ifs, Whys and Ways provided opportunities for them to learn and share practical and effective ways of doing it with younger learners. Trainer: David Spencer The basic concept of teaching Life Skills is simple - that teachers’ responsibility as educators is not only MACMILLAN to help students to learn English but also to prepare EDUCATION TRAINING them for the challenges of life in the 21st Century. This talk looked at why the teaching of Life Skills Topics: is so important for teens, which life skills students really need, and, arguably the most important  Bringing Life Skills question and the one that concerns teachers the to Life: Things today’s most, how they can actually incorporate the teaching teenagers need to know of Life Skills into the classes. To this end, the talk included a number of practical activities, approaches 3 and teaching materials.  Workshop - Keep Whether it’s the start, middle or end of the school Calm and Carry On: year, it’s always a good time to step back and think Tips for managing and calmly about the best ways to manage and motivate motivating teens secondary students. The session took a positive look at some of the most common issues that teachers face with classes of lively adolescents and suggested both general approaches and concrete classroom activities that can help to create a positive atmosphere, including ‘getting to know you’ activities, activities to help deal with mixed abilities, and also some warmers and coolers.

32 TRAINING SESSIONS AND CONFERENCES Trainer: Teresa Doguelli 2017 MACMILLAN This lyric taken from the famous Pink Floyd song EDUCATION TRAINING “We Don’t Need No Education” is known by many but understood by too few in the world of TEFL. In an Topics: interactive presentation, participants looked at how a teacher can gradually release total control of the  Hey! Teacher! Leave teaching/learning process by adapting the activities them kids alone in the course book to include methodological variations which can change an English class from a roomful of disengaged, obedient, passive recipients to a warm, human, active place of holistic growth and development.  Workshop - Keep The words grammar and pleasure are not often seen Calm and Carry On: side by side. Throughout the history of English Tips for managing and Language Teaching, grammar has been seen by motivating teens teachers and learners as a painful but staple necessity and has been taught with professional solemnity and 3 rigour. Research since the 1970s into how learning takes place, however, has focused increasingly on the importance of the affect i.e. emotions, especially pleasure and happiness, in aiding the learning, acquisition and retention of knowledge and skills. The increased focus on the importance of play and the critical role played especially by dopamine, a neurotransmitter, one of the chemicals that is responsible for transmitting signals in between the nerve cells (neurons) in the human brain, have fuelled further the need to merge physiological and psychological dimensions with the pedagogical one to make learning effective and permanent. The lively and interactive presentation was focused on how these findings can be put into practice with examples from Macmillan’s English World. Trainer: Anna Hasper English language learning is starting earlier and earlier, but does starting earlier necessarily mean MACMILLAN that English is easier to learn? The session revisited EDUCATION TRAINING how YLs learn and address how EFL teachers could take advantage of the characteristics of young Topics: learners. Teachers focused on taking a holistic approach to language learning and enhancing  KEYS for Engaging students’ engagement through active learning Young Learners such as the use of games, activities and tasks. By providing engaging, varied and task-based activities teachers can develop children’s language learning as well as manage lessons more effectively.

33 2017 It is often unclear how language teachers fit into the literacy development process of young learners. In this workshop teachers had a closer look at literacy and what it means before they explore the literacy 3  Workshop - Activating journey in the context of language learning and their Literacy Skills for Young role. Workshop focused on how teachers can take Learners advantage of young learners’ characteristics and interests by choosing a developmentally appropriate approach to literacy teaching, enhancing literacy through the use of visuals, TPR and stories. Trainer: Steve In the first session, teachers looked at how Open Taylore-Knowles Mind develops students’ reading and listening skills, together with practical ideas for further exploitation MACMILLAN of the course book materials. They have also looked EDUCATION TRAINING at how the language skills work added to the development of students’ life skills. Topics: 4  Reading, Listening and Life Skills in Open Mind  Speaking, Writing and In a similar way to the first session, teachers looked Life Skills in Open Mind at how Open Mind develops students’ speaking and writing skills. Considering plenty of practical tips along the way, they thought about the key skills students need and how teachers can best link their language development to their life skills development. Twenty-first century learners tend to dwell in a digital world filled with fantasy figures and social media. Little time is spent on developing soft skills and students that have been bombarded with knowledge through the technological platforms that they interact with are less than receptive to tired Trainer: Philip Warwick traditional teaching practices. When presented with these challenges it’s tempting PEARSON ELT TRAINING for teachers to try to embrace the new digital mediums and use them as enables to help students 5 Topic: interest and engagement but without a solid base on real skills this can be a waste. Showing the students  Tuning in the what’s expected of them in terms of target language teenage audience with and how, what they’re learning can be applied authenticity directly to authentic communication can still be more of a motivator. In session teachers looked at how exposing students to language in an authentic context with communicative goals that they can readily identify with can be just the sort of stimulus to kick-start the language learning process.

34 TRAINING SESSIONS AND CONFERENCES 2017 Trainer: Marek Jędryka Wondering how to place the students at the right level in a most time- and cost-effective way? Or PEARSON ELT TRAINING maybe you’ve already done so and are now facing the challenge of managing homework day in day out? Topic: Whatever moment of the teaching process you’re at now, there’s technology to help you make the most of Find your own way your teaching time! In the session teachers discussed of teaching with the hottest teaching topics of these days, including technology turning students’ mobile devices into learning apps, managing homework to inform teaching, measuring progress effectively and providing objective and formative assessment to help personalize learning. Trainer: Tuğba Yıldırım The Propell® Workshop for the TOEFL Primary® Test included introducing the topics such as overview THE PROPELL® of the TOEFL Primary® Test, example lesson WORKSHOPS FOR THE plans, creating a comfortable and communicative TOEFL® TESTS classroom, teaching young learners, handbook for TOEFL Primary® Test, etc. Topics: The Propell® Workshop for the TOEFL Primary® Test 5 Trainer: Benan Alahdab The Propell® Workshop for the TOEFL Junior® Test included introducing the topics such as overview THE PROPELL® of the TOEFL Junior® Test, example lesson plans, WORKSHOPS FOR THE creating a successful young learner classroom, TOEFL® TESTS performing a needs analysis, setting clear learning objectives, monitoring progress, handbook for Topics: TOEFL Junior® Standard Test, etc. The Propell® Workshop for the TOEFL Junior® Test Trainer: : Yasemin Arşın The Propell® Workshop for the TOEFL iBT® Test Test included introducing the topics, such as overview of THE PROPELL® the TOEFL iBT® Test, example lesson plans, handbook WORKSHOPS FOR THE for TOEFL iBT® Test, etc. TOEFL® TESTS Topics: The Propell® Workshop for the TOEFL iBT® Test

35 2018 Trainer: Zoltan Rezmuves MACMILLAN What we do we mean when we talk about culture? EDUCATION TRAINING What role does it play in language learning? Part of the challenge in learning a foreign language is Topics: familiarising ourselves with other cultures, other viewpoints, other forms of expression. The session  Developing cultural was about the techniques teachers can use to awareness in the develop cross-cultural skills in primary classes. 1 primary classroom  The learner in charge: To learn a language successfully, students must fostering student become able to take control of their own learning – autonomy to develop their autonomy in determining not only what they learn, but also how they learn it. How can teachers help them become independent? In this talk, teachers could explore the importance of student autonomy, and what it means in a daily teaching practice. Trainer: Vaughan Jones Students learn best when a lesson combines motivating material with memorable exposure to PEARSON ELT TRAINING language through a series of meaningful tasks. Motivation, Memory and Meaning – ‘the 3 Ms’ – are Topics: therefore the foundation stones of FOCUS, our new upper secondary course. This practical session gave Bring your learning into teachers chance to explore ways in which topics, FOCUS texts and tasks can reflect these priorities and help them to create the optimum classroom conditions for 2 learning to take place. Trainer: Philip Warwick There’s always a feeling that students still see English as a content driven subject with lots of PEARSON ELT TRAINING words and grammatical structures to learn and a course book to follow and be tested on, sometimes Topic: getting them to see English as a skill, a device to get them communicating and a tool to aid their progress Let’s get them talking through tertiary education. In this session teachers – placing emphasis on looked at some practical activities they can use to production get the students using English in the classroom and focusing on improving their productive skills. Trainer: Edmund Dudley It can be hard to motivate teenage students to write. OXFORD UNIVERSITY This practical talk suggested ten simple, creative and PRESS TRAINING motivating stand-alone activities for the teenage 3 classroom. Activities included: unusual constraints, Topics: random phrases, homework selfies, 3-stage stories and hidden song lyrics. Teachers also looked  Motivating writing at innovative ways of using the materials in the activities for teenagers coursebook as the basis for writing activities.

36 TRAINING SESSIONS AND CONFERENCES 2018 3  Engaging millennials It can be hard to motivate and engage all the students in the secondary classroom – especially in mixed-ability groups. In this talk the speaker considered a whole-person approach to classroom interaction, in which personalised tasks, open-ended prompts, and flexible working-modes can all combine to help students find a foothold in the lesson. He shared some simple, practical classroom techniques which can be highly effective in boosting students’ confidence in themselves, both as language learners and as members of the group. 2019 “Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating Trainer: John Hughes information gathered from, or generated by, observation, experience, reflection, reasoning, or NATIONAL GEOGRAPHIC communication, as a guide to belief and action.” LEARNING CONFERENCE In the session speaker discussed critical thinking Topics: as being one of the top skills students need for life beyond school. Such skills are enhanced by  Make critical thinking the processes of some of other favorite tools and an everyday part of your methodologies like problem-solving and inquiry- teaching based learning. But just how important are critical thinking skills? Additionally, what evidence can teachers look to for seeing the benefits of teaching them to learners? The speaker suggested ways to 1 teachers how to help the students to develop their critical thinking skills and teach them start thinking critically.  Personalizing the The idea of ‘personalizing’ language learning naturally impersonal has positive connotations; after all, an ‘impersonal classroom’ doesn’t sound like a very pleasant place to be! But in what ways does personalization actually enhance learning? Personalization in the classroom can lead to: greater rapport between teacher and student and between the students by sharing information about themselves with each other, more authentic use of new language and greater emotional effort in learning which aids memorization, classroom activities which are more motivational because of their personal relevance to the students.

37 2019 Trainer: Arum Teacher Workshop for the TOEFL Primary® Program Perwitasari included introducing the topics such as overview of the TOEFL Primary® Test, example lesson TEACHER WORKSHOPS plans, creating a comfortable and communicative FOR THE TOEFL® TESTS classroom, teaching young learners, handbook for TOEFL Primary® Test, etc. Topics: Designed to enhance the English-language skills Teacher Workshop for of students ages 8+, the Teacher Workshop for the TOEFL Primary® the TOEFL Primary® Program offered the teachers Program interactive and engaging activities to prepare their students for the TOEFL Primary® test. The activities were focused on building reading, listening and speaking skills. They accelerate language acquisition with visual and audio prompts and cues and support communicative language teaching and learning with activities relevant to real-world English-language usage. 2 Trainer: Yasemin Arşın TEACHER WORKSHOPS Teacher Workshop for the TOEFL Junior® Program FOR THE TOEFL® TESTS included introducing the topics such as overview of the TOEFL Junior® Test, example lesson plans, Topics: creating a successful young learner classroom, performing a needs analysis, setting clear learning Teacher Workshop objectives, monitoring progress, handbook for for the TOEFL Junior® TOEFL Junior® Standard Test, etc. Program Trainer: Ishraq Al Zu’bi The TOEFL ITP® Teacher Workshops helped the teachers to gain an in-depth understanding of TEACHER WORKSHOPS the test. They saw how the measured language FOR THE TOEFL® TESTS skills relate to academic success, practiced proven techniques using materials that motivate students Topics: and learned strategies to assess student skills and abilities. Teacher Workshop for the TOEFL ITP® Test This 20-hour teacher training practical course aimed to equip teachers with some active learning Trainer: Rose Bene pedagogical tools and strategies that have the potential to enhance their ability to teach English in SUMMER TEACHER the classroom. TRAINING COURSE As such, the participants were embarked on a 3 constructivist journey during this training that allowed each of them, as experienced professional Topics: Design-based Thinking; teachers, to examine their own learning-teaching Assessment process practices from a critical perspective, engage in some interesting new ways of thinking about pedagogy and curriculum, and participate in active learning tasks and balanced assessment practices.

38 TRAINING SESSIONS AND CONFERENCES 2019 Trainer: Hiromasa Tanaka SUMMER TRAINING All languages change over time, and there can be SESSION IN many different reasons for this. The English language PARTNERSHIP WITH is no different – but why has it changed over the MEISEI UNIVERSITY decades? The session was focused on the reasons why the everyday language changes so fast and Topics: what influence the society has on this process.  The process of changing everyday language: How society changes a language 4 Language education is important for developing intercultural understanding but language teaching has often focused only on learning the language code and provided few opportunities to develop such understanding. For languages education to develop intercultural understanding it needs to go  Intercultural language beyond presenting isolated snippets of information use and language about the target language culture. Intercultural learning approaches to language teaching and learning take the development of cultural understanding and the ability to use cultural knowledge to facilitate communication as primary goals for language learning, along with the development of language competence and linguistic awareness. The session was about what the intercultural language is, why we learn and how to use it. Trainer: Alireza Tajvidi Assessment bridges the gap between teaching and learning. Perhaps second only to teaching, TRAINING SESSION IN assessing student performance is a fundamental PARTNERSHIP WITH role in the life of a teacher. Assessment is important THE UNIVERSITY OF because it provides students with feedback about BUCKINGHAM their performance; this information reinforces their 5 areas of strength and highlights areas of weakness. Topics: Using this feedback, students can direct their study strategies and seek additional resources to improve  Assessing Student their performance. Performance The session provided the purpose and forms of the assessment, the speaker talked about the objectivity and the assessment process and the participants could look at the assessment forms in Buckingham University.

39 2019 5  Quality Teaching Quality Teaching for English Learners is a unique professional development initiative that provides educators with the tools they need to help all students, particularly English language learners, achieve college and career readiness. The speaker discussed the importance of quality teaching and how this should be done with the learners. Teachers found the QTEL approach classroom- friendly and pragmatic. Teachers experienced QTEL as a compelling way to work with students. They learned concrete ways to challenge and support their English language learners’ development of language and literacy practices—and they understood why those strategies make sense. Nowadays the job and role of the English language teachers has changed. It’s no longer their job to just Trainer: Alex Warren teach grammar and vocabulary and the 4 traditional skills–reading, writing, listening and speaking. They NATIONAL GEOGRAPHIC need to teach them about the world. They need to LEARNING CONFERENCE teach them about other people, places and cultures. They need to introduce their students to new ideas, Topics: new ways of looking at things. And they need to teach them to be 21st century thinkers. But what do  Thinking Outside the they mean by this? What is a 21st century thinker? Box – the power of TED Why is it important? And what does TED have to 6 in developing creative do with any of this? In this session, using National and innovative 21st Geographic Learning’s Keynote series, teachers century thinkers could explore and reveal the role that using TED Talks can have in creating 21st century thinkers.  Visual Literacy & The This session looked at the power of images, the idea Power of the Image of visual literacy and how images can play an integral part in language acquisition and make learning memorable.

40 SOME OF THE LEADING TRAINERS INVITED BY US JEREMY HARMER JIM SCRIVENER Jeremy harmer is a writer of books in the field Jim Scrivener has worked in many ELT jobs in different of English Language Teaching. These include countries. He has been Head of Teacher Training for Methodology titles, course materials, and learner IH Hastings, Director of Education for IH Budapest and literature (often called graded readers). Head of Teacher Development for Bell International based in Kent. He is a frequent presenter, seminar leader and teacher both in the UK and, more frequently, around He is actively involved with Cambridge ESOL exams, the world. especially on the TKT and DELTA. He designed Cambridge ESOL’s online teacher portfolio. CAROL READ DAVID SPENCER Carol has over 30 years’ experience in English After studying languages at Oxford University, Dave language teaching as a teacher, teacher trainer, Spencer trained to be a Secondary School teacher. academic manager and materials writer. She has He then moved to Spain where he has been living taught students of all ages and levels and her main and teaching ever since. He continues to teach specialisation is in pre-primary and primary language teenage students every day in a school near Madrid. teaching and she has run numerous teacher-education Dave is the author of ‘Gateway’ (First and Second courses and worked as an educational consultant in Editions). He has given talks to teachers in over 25 many different countries in Europe, Latin America and countries and this will be his sixth tour of Georgia. Asia. Dave is active on social media at www.facebook.com/ macmillangateway . STEVE TAYLORE-KNOWLES Steve has spent over twenty-five years in ELT as a writer, a teacher trainer, an examiner and a teacher. He has created a number of best-selling multi-level courses, including Open Mind (Macmillan, 2014-15), which incorporates life skills as an integral part of the course, and Optimise (Macmillan, 2017), an exam preparation series for teenagers. His work has taken him to around 35 countries and he regularly speaks at events throughout the world on various aspects of English language teaching and learning.

MALCOLM MANN PHILIP KERR Malcolm Mann is an English language teacher and Philip Kerr is a lecturer, teacher trainer and materials writer. He is the co-author of numerous materials writer with over 25 years’ experience of ELT courses, including the Laser, Destination and English language teaching in a number of European Optimise series and has given presentations in many countries. He currently lives and works in Vienna. countries round the world. Malcolm lives and works His publications include the coursebook series in Greece, where he holds joint responsibility for the Straightforward and Inside Out (both published by production of the L.A.A.S. English language exams. Macmillan). He is a former Chairperson of TESOL Greece. TERESA DOGUELLI JUDY GARTON SPRENGER Teresa Doğuelli has been a teacher and trainer since John Hughes is an award-winning ELT author and 1976 - teaching adults, teenagers and children; teacher trainer. With over 30 book titles, his teachers, teacher trainers, ELT inspectors and parents. best-known course series is National Geographic She is a full-time teacher trainer for Macmillan, Learning’s Life and he is also a co-author on the new Southern Europe, based in Turkey. She holds an MA third edition of World English. As a teacher trainer, in Applied Linguistics from the University of Reading, he has run courses, workshops and given conference UK, and a Royal Society of Arts TEFLA Diploma. presentations in over 40 countries. His main specialism is materials development and bridging the gap between theory and practice. He still teaches and pilots his own materials with students in Oxford. JOHN HUGHES John Hughes is an award-winning ELT author and teacher trainer. With over 30 book titles, his best-known course series is National Geographic Learning’s Life and he is also a co-author on the new third edition of World English. As a teacher trainer, he has run courses, workshops and given conference presentations in over 40 countries. His main specialism is materials development and bridging the gap between theory and practice.

42 MACMILLAN EDUCATION CLASSROOM OBSERVATIONS In 2012-2017 Macmillan Education conducted classroom observations in public and private schools of Tbilisi and regions of Georgia. The aim of the observations was to research the quality of teaching process using Macmillan Education coursebooks. Teaching process was observed by the leading experts of Macmillan Education who had taken part in the similar process worldwide. The observation was planned in partnership with the Ministry of Education, Science, Culture and Sport of Georgia and was conducted once a year. Macmillan Education experts covered the regions such as: Kakheti, Dusheti, Kartli, Imereti, Samtskhe-Javakheti and Tbilisi.

OBSERVATION AND CUSTOMISED TRAINING 43 SESSIONS FOR PARTNER INSTITUTIONS Conducting observation and customized training sessions is among the main directions of the CPD Department at English Book Education. The aim of the classroom observation is to monitor and ensure the proper usage of the coursebooks provided by us and to help teachers give student-centred lessons. Classroom observation is conducted several times a year and is followed by individual feedback for teachers and school / university administration. Based on the results and feedback of the observation, CPD team plans a training session in agreement with the school / university administration and English language department. The topic of the session depends of the feedback and aims to increase the quality of the learning / teaching process.

44 NILE As NILE and Macmillan Education have joined together to develop and promote quality teacher education programmes globally, English Book Education has been partnering with the institute since 2015. NILE is a leading provider of professional development for teachers, trainers and education professionals around the world. Established in 1995, NILE is one of the largest and most respected providers of professional development courses for English language teachers, trainers and education professionals. They have run hundreds of teacher training courses for thousands of participants from over 60 different countries. NILE is the first institute to be accredited by the British Council for the provision of teacher development courses and all our accredited courses qualify for Erasmus+ funding. All NILE’s courses involve a significant element of language improvement. COURSES AT NILE ■ Face-to-face courses ■ Online courses ■ Cambridge CELTA ■ Cambridge Delta ■ MA Programme



46 TEACHER PROFESSIONAL DEVELOPMENT COURSES In 2019-2020 academic year, English Book Education organised and conducted two training courses for English language teachers. The courses focused on new trends in teaching receptive and productive skills, as well as language systems and lesson planning. Each course was 15-hour long and aimed to help the attendees learn new techniques and methods, how to use technology in teaching effectively, and develop new ideas on ELT. The courses were delivered by Nata Gugushvili, who is an English language teacher and trainer with more than 20 years of experience.

PREPARATION COURSE FOR TEACHERS’ 47 CERTIFICATION EXAM IN ENGLISH In March 2020, English Book Education launched Preparation Course for Teachers’ Certification Exam in Tbilisi and regions of Georgia. The course aimed to help participants become familiar with the certification exam format, learn techniques and tips for passing the exam and experience the real exam process. The course lasted for 3 months, 48 in total. The lessons focused on each component of the exam, such as listening, reading, word building, types of mistakes, writing and speaking. After every 8 lessons, the participants took a mock exam to monitor their progress. Due to the pandemic situation, the course was conducted online by the experienced teachers and trainers such as Nata Gugushvili and Tamar Siradze, Deputy Rector of Shota Rustaveli Batumi State University.

48 TEACHERS’ UNION English Book Education in partnership with Macmillan Education launched Teachers’ Union in 2020. Teachers’ Union is a place where teachers will be able to meet colleagues and speakers from all over the world and listen to what they have to say about ELT. We believe that educational development is the core to everyone’s success and with that in mind, we have decided to give teachers more opportunities to attend conferences as well as access to all necessary materials and activities on our online platform. There will also be special discounts from time to time. Teachers’ Union has very clear and direct goals and objectives that we want to achieve: ■ To offer general support to teachers and other ELT professionals in their professional development; ■ To aim to be a Union which welcomes diversity and respectful debate; ■ To conduct conferences and teacher training workshops in support of the day-to-day activities of teachers; ■ To create a platform of resources and a place where teachers can offer their ideas, opinions, share experiences and learn from each other; ■ To create a forum where educators come all over the world, learn from each other, and offer mutual professional support. ■ Up to 2000 teachers have already registered in Teachers’ Union and got benefits, such as access to different online resources, Onestopenglish code, discounts and webinars.

Supported by

50 ONLINE SEMINARS RESPONSE TO COVID-19 In times of school closures due to the coronavirus pandemic, delivering lessons remotely has become a priority - and challenge - for thousands of teachers worldwide. In order to support English language teachers, English Book Education in partnership with Macmillan Education offered a series of free online seminars delivered by Macmillan Education trainers. The aim of the sessions was to help teachers know how successful distance learning works. Speakers shared different tips and techniques of engaging students in distance learning / teaching process, giving feedback online, moving the whole school into an online context, etc.